7/5/17 Foundations for Educating Assessing Student Needs/Classroom Needs
Objectives: Explain the concept of least restrictive environment, mainstreaming, and inclusion and the current impact on the inclusion of students with disabilities in the General classroom. (NJPTS 6,7 INTASC 2,3,4,7); Discuss program options for students with disabilities in the education system. (NJPTS 3,6 INTASC 1,2,37); Compare and contrast various team approaches and the trend toward collaboration and consultation. (NJPTS 7, 8, 9, 10 INTASC 1,2,3,5,6,7); Describe assessment and measurement issues, methodologies and instruments affecting both the placement of, and programming for, exceptional children. (NJPTS 5,7 INTASC 8); Discuss a variety of instructional techniques, strategies, and content modifications frequently used with students who have disabilities and are placed in the general education classroom. (NJPTS 3,4,6, INTASC 1,2,3,4,5,7,9); Develop and discuss professional behavior and ethical practices. (NJPTS 3,10 INTASC 6,9,10); Identify parent and other stakeholders’ perspectives on inclusion, team approaches, and how to promote effective collaboration. (NJPTS 8,9,10 INTASC 6,8,9,10); Discuss the legal aspects of the involvement of General educators in the IEP process and special education. (NJPTS 3, 4, 5, 6 INTASC 1)
1. Review assignments
2. History of Special Education
a. Trace the history of special education and changing attitudes toward students with disabilities. (NJPTS 3,6,7 INTASC 1)
7/12/17 Low Incidence & High Incidence Objectives: Enhancing collaboration and team functions with parents, educators, related service providers, and other agencies. (NJPTS 8, 9 INTASC 6,8,9,10)
10. Special Needs other than Disabilities Research Paper Discussion
7/19/15 Differentiating Instruction Objectives: Describe how collaboration impacts educational programming for students with disabilities. (NJPTS 9, 10 INTASC 6,8,9,10); Identify curriculum approaches that promote inclusion of students in General education settings demonstrate knowledge of roles and perspectives of team members. (NJPTS 3,4,6,7 INTASC 2,3,4,7)
Objective: Discuss specific guidelines within the New Jersey Administrative Code. (NJPTS 3,6,7 INTASC 1)
7/5/17 Foundations for Educating
Assessing Student Needs/Classroom Needs
Objectives: Explain the concept of least restrictive environment, mainstreaming, and inclusion and the current impact on the inclusion of students with disabilities in the General classroom. (NJPTS 6,7 INTASC 2,3,4,7); Discuss program options for students with disabilities in the education system. (NJPTS 3,6 INTASC 1,2,37); Compare and contrast various team approaches and the trend toward collaboration and consultation. (NJPTS 7, 8, 9, 10 INTASC 1,2,3,5,6,7); Describe assessment and measurement issues, methodologies and instruments affecting both the placement of, and programming for, exceptional children. (NJPTS 5,7 INTASC 8); Discuss a variety of instructional techniques, strategies, and content modifications frequently used with students who have disabilities and are placed in the general education classroom. (NJPTS 3,4,6, INTASC 1,2,3,4,5,7,9); Develop and discuss professional behavior and ethical practices. (NJPTS 3,10 INTASC 6,9,10); Identify parent and other stakeholders’ perspectives on inclusion, team approaches, and how to promote effective collaboration. (NJPTS 8,9,10 INTASC 6,8,9,10); Discuss the legal aspects of the involvement of General educators in the IEP process and special education. (NJPTS 3, 4, 5, 6 INTASC 1)
7/12/17 Low Incidence & High Incidence
Objectives: Enhancing collaboration and team functions with parents, educators, related service providers, and other agencies. (NJPTS 8, 9 INTASC 6,8,9,10)
7/19/15 Differentiating Instruction
Objectives: Describe how collaboration impacts educational programming for students with disabilities. (NJPTS 9, 10 INTASC 6,8,9,10); Identify curriculum approaches that promote inclusion of students in General education settings demonstrate knowledge of roles and perspectives of team members. (NJPTS 3,4,6,7 INTASC 2,3,4,7)